PERC 2019 Abstract Detail Page
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| Abstract Title: | Learning Goals and Belief in Lack of Relevance to Major |
|---|---|
| Abstract: | Students' self-expressed learning goals pertaining to a self-diagnosis problem solving pre-lab activity were previously studied as a potential variable that might be related to various course measurements (overall grade, FCI and CLASS pre-post scores) in an introductory algebra-based physics course primarily populated by life science majors. In this study, the same student population (218 total students) was polled for students' opinion about what aspects of the course pertained to their majors. Approximately 23% of the course population (50 students) explicitly stated a belief that the course had little or nothing to do with their majors; the other students name a specific physics topic, overall usefulness, or an aspect of the course closely related to well-known PER topics (e.g. problem solving or conceptual understanding), etc. We investigate the belief that the course is irrelevant to one's major, as another potential mindset variable within differences between learning goals and other course measurements. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session II |
| Poster Number: | B35 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Andrew Mason University of Central Arkansas |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
